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Computer Science Fundamentals Unit 7 Course F Lesson 8: Nested Loops in Maze (2018)

  Classroom Resource Information  

Title:

Computer Science Fundamentals Unit 7 Course F Lesson 8: Nested Loops in Maze (2018)

URL:

https://curriculum.code.org/csf-18/coursef/8/

Content Source:

Code.org
Type: Lesson/Unit Plan

Overview:

In this online activity, students will have the opportunity to push their understanding of loops to a whole new level. Playing with the Bee and Plants vs. Zombies, students will learn how to program a loop to be inside of another loop. They will also be encouraged to figure out how little changes in either loop will affect their program when they click Run.

In this introduction to nested loops, students will go outside of their comfort zone to create more efficient solutions to puzzles. In earlier puzzles, loops pushed students to recognize repetition. Here, students will learn to recognize patterns within repeated patterns to develop these nested loops. This stage starts off by encouraging students to try to solve a puzzle where the code is irritating and complex to write out the long way. After a video introduces nested loops, students are shown an example and asked to predict what will happen when a loop is put inside of another loop. This progression leads to plenty of practice for students to solidify and build on their understanding of looping in programming.

Students will be able to:
- break complex tasks into smaller repeatable sections.
- recognize large repeated patterns as made from smaller repeated patterns.
- identify the benefits of using a loop structure instead of manual repetition.

Note: You will need to create a free account on code.org before you can view this resource.

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
6) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a working program in a block
  • based visual programming environment.
  • create a program in a block
  • based visual programming environment using arithmetic operators such as AND, OR, and NOT.
  • create a program in a block
  • based visual programming environment using conditionals such as IF, THEN, and/or ELSE.
  • create a program in a block
  • based visual programming environment using repetition or loops.
Teacher Vocabulary:
  • program
  • block-based visual programming
  • environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • how to create a working program in a block-based visual programming environment.
  • reasons for using arithmetic operators, conditionals, and repetition in programs.
Skills:
Students are able to:
  • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
Understanding:
Students understand that:
  • arithmetic operators, conditionals, and repetition in programs make more operations possible and can reduce the complexity or length of code.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
28) Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

Examples: Design backpack for a specific user's needs; design a method to collect and transport water without the benefit of faucets; design boats that need to hold as much payload as possible before sinking; design models of chairs based on specific user needs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • develop prototypes as part of a cyclical design process to solve a complex problem.
  • test prototypes as part of a cyclical design process to solve a complex problem.
  • refine prototypes as part of a cyclical design process to solve a complex problem.
Teacher Vocabulary:
  • develop
  • test
  • refine
  • prototypes
  • cyclical design process
Knowledge:
Students know:
  • how to use the design process to solve a complex problem.
  • strategies for creating a prototype as part of a cyclical design to solve a problem.
  • strategies for testing and refining prototypes as part of a cyclical design process to solve a complex problem.
  • characteristics of a cyclical design process.
Skills:
Students are able to:
  • develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.
Understanding:
Students understand that:
  • developing, testing, and refining are necessary steps in creating an effective prototype.
Tags: abstraction, bee, loops, maze, nested loops, patterns, problem solving, repeat
License Type: Custom Permission Type
See Terms: https://code.org/tos
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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Author: Aimee Bates